Welcome Scoutmaster!
8:00 (10:)
Before we get to Introductions
Me
What you bring
a wide range of
hopes, expectations
concerns, questions
enthusiasm, experience
many feel we know plenty already
but knowledge may not be absolutely accurate
openness: I learn something new in each session
change: the only thing you can count on
many feel overwhelmed
ask questions!
We were new once too
we’re here to share our experience
we’re here to help
Introductions
How did you become involved with scouting?
Any experience in working with youth (11-18)?
Scout handshake (HB page 7)
Course Overview
8:10 (15m)
Refer toschedule, need: Handbook, easel, markers
Scouting welcomes you
read the first page of the Scout Handbook
The Promise of Scouting
adventure, learning, challenge, responsibility
Why do you think boys join scouting?
discussion
Delivering the Promise
This is a promise to boys that we will help you keep
How? By teaching you the things you must know, be, and do
thousands before you have succeeded
there will be challenge and struggle
there will be satisfaction and value
What does it take to be a Scoutmaster?
over the next several hours we’ll explore this.
Keep in mind two questions:
What’s expected of me?
Interrupt! Ask questions
What can I expect from BSA?
we’ll try to address typical concerns and questions. But at any time, talk about your concerns, ask questions, express doubt.
Know This:
Be confident that you can do this
this is a manageable challenge
nothing difficult in taking these ideas into immediate success
Abundant resources already exist
you don’t have to make it all up yourself
we will model the behavior and attitudes you can apply
You are part of a supportive team
you are not alone. ask for help
there is nothing secret. We will not keep you in the dark of any aspect of the training
tremendous sympathy and forgiveness in scouting
Steps to confidence
Show up
you are making your best effort. Thanks!
Build on your strengths
add additional skills
learn new strategies
Use existing resources
And make them your own
Training Overview: Basic Leader Training
the “Trained” patch
•New Leader Essentials
•Scoutmaster Training
–Getting Started
–Lighting the Fire
–Keeping It Going
•Introduction to Outdoor Leader Skills
of course, learning never stops. Plenty of additional opportunities
The schedule handed out - overview
Introduction to Outdoor Leader Skills
The fun part of basic prep for SM
Covers skills expected of First Class Scout
you’ll see how you can train your boys
All ready skilled? Talk to Herb to “opt out”
Written Resources
Aims and Methods
The Boy Scout Handbook
Model for your boys that “you can just look it up”
The Scoutmaster Handbook
Nearly everything you need to know about being a SM
Other BSA Literature
Outdoor Literature
coda: we don’t expect you to remember every word that is said here. However, we hope you’ll remember where you can look for the answers you need.
Done: 8:25
The Role of the SM
8:25 (:20)
need: flipchart
What comes first?
Recall the organization of today:
•Scoutmaster Training
–Getting Started: the ROLE of a SM in a BOY-LED troop
Notice what comes first: your role
–Lighting the Fire: program
–Keeping It Going: planning program, admin
Everything else is an outgrowth of realizing what your role is and fulfilling those expectations
•So, let’s look at expectations
The Qualities of a SM
Ask: Describe your image of a Scoutmaster
(put in three columns: Be, Know, Do)
(for instance) Works well with boys
Cares about boys
Teaches how to do things for themselves
Understands the Scouting program
Sets a positive example
Is comfortable in the outdoors
Recognize:
What a SM must be
What a SM must know
What a SM must do
What a Scoutmaster Must Be
A role model
Oath and law; setting the example is the most powerful teaching tool
A friend to the boys
Work with them.
An example, wearing the uniform
Set proud examples
What a Scoutmaster Must Know
Boys are the leaders
The program comes to life when THEY are given responsibility
Patrol method
The best way to operate
The skills to deliver the Scouting promise
The resources: training, literature
You can just look it up. Don’t reinvent the wheel.
What a Scoutmaster Must Do
Give direction
Provide coaching
Support
Empower
Your goal is for them to become independently confident leaders
Have fun
Set the example! Your troop will reflect your positive attitudes.
Bottom line:
Being these things. Knowing those things. Doing those things are within your abilities
Aspects of caring for others
Use your common sense
Use your resources
Deliver the Promise
Aims: Character, Citizenship, Fitness
Thru an active, well-rounded program
Questions
About your role and expectations
Put unanswered Qs on a parking lot
Done: 8:45
Troop Organization
8:45 (15m)
Ask: turn to first page of chapter 3: the boy led troop
Read the highlighted box
We’ve referred to a BLT
One of your roles is to allow the boys freedom, and guide them into assuming leadership roles in THEIR troop
Structure
Turn to page 16-17
This has been a successful structure for 100 yrs. Why?
Place for everyone to belong
Framework for leadership, appropriate to boys skills and experience
Encourages boys to lead; with adult support and guidance
Basic structure: a Patrol
Patrols
THE organizational unit. About 8 guys.
Turn to Chapter 4: the BOY-led patrol
Good size to doo stuff together, including fun.
Practice leading on a manageable scale
Show org picture
Ask Trainers: Is this exactly what your troop looks like?
Three kinds of patrols
Regular patrol (1st class)
Similar in age; around long enough to be well versed in how the troop works; how to operate independently on a campout.
But, could also have range of ages.
New Scouts (joining)
Working to 1st class. Could phase boys into regular patrols; could keep them together.
They have their own PL; TG works with ASM to ensure opportunities.
Venture (older) Should have the experience & maturity to plan & execute their own activities.
ASM to help them turn plans into action
Every patrol has a PL
ELECTED. Responsible for patrol meetings & activities
Represent the Patrol at PLC
APL appointed
Every Troop has a SPL
ELECTED by all troop members (when?)
Not in a patrol
Appoints one or more ASPLs
SM works closely with SPL
Coach, guide, mentor
Ensure:
SPL success
Has fun
Acquires leadership skills
The Troop is boy-led
PLC
Primary leadership body of the troop
(not the Troop Committee, not the SM cadre)
Functions
Plan the overall program
Including T Meetings and Outings
Events should be worthwhile and fun
Adult Leaders
Note: boys are in the forefront
ASMs
Troop Committee members
Parents
Everyone needs a job (at least one)
Troop Committee
At least three
Board of Directors
Board of Review
Trusted relationship with SM—guidance, support, encouragement
Administrative—to free SM corps to focus on program
Summary
Troop Org is a framework for everyone to get the most out of the program
Boys get opportunities to learn
Variety of challenges to match interest and development
Deliver the Promise of Scouting
Driving Force: BLTUPM
Done: 9:00
Break
10 min
Scout sign
respect, not control
Working With Boy LeadersThe Patrol Method
“The patrol method is not a way to operate a Boy Scout troop, it is the only way. Unless the patrol method is in operation you don’t really have a Boy Scout troop”
Robert Baden-Powell, the founder of Scouting
Cruelty of Adolescence: “The Lord of the Flies”?
With boys in charge, won’t we have chaos, confusion … and worse?
Adolescents absorb occasionally tremendous levels of verbal and physical violence
Many feel the need to try to control things; if so, it’ll be a struggle to let the boys lead
In New Leader Essentials we learned that we strive to have all Scouting-related events physically and psychologically safe for everyone taking part.
So, what can a Scoutmaster do to establish and maintain a safe environment?
Setting The Example
Boys watch what you say and do.
You set the tone
You support and inspire
You trust them with positions of leadership
“The object of the patrol method is not so much saving the Scoutmaster trouble as to give responsibility to the boy”
B-P
Setting Standards
Insist on high standards. Steer away from:
vulgarity
disrespect
bullying
inappropriate teasing
Every boy should feel:
welcome
security
opportunity
“Scouting is a game for boys under the leadership of boys under the direction of a man.”
B-P
Bottom Line
Expect the best
You have the ultimate authority to deal with behavior that will not be tolerated
Concerns?
ask “when it comes to working with boys, what are your greatest concerns?”
put up list. Discuss satisfactory answers
The Boy-Led Troop
“One of your most important challenges as Scoutmaster is to train boy leaders to run the troop by providing direction, coaching, and support. They will make mistakes now and then and will rely upon you to guide them. But only through real hands-on experience as leaders can boys learn to lead”
SMH ch 3, page 12 (green box)
What are the specific skills that will both empower boys and ensure safety?
Basic Facts of Scoutmaster Leadership
“Never do anything a boy can do.”
“Training boy leaders to run their troop is the Scoutmaster’s most important job”
Robert Baden-Powell
Leadership is often a matter of providing what’s missing
In every new situation, we’re constantly evaluating the skills, abilities and morale of everyone. Then, we see what will best move them in the direction they need to go.
A Simple Powerful Tool
see quote, chap 11, p 126
Listen to the words and actions of scouts. Why?
You care about the boy
Their thoughts and ideas have weight
You’re opening lines of communication
It will lead to fresh ways of doing things
You need information about each boy
Positive Reinforcement
Catch them doing something good
Praise in public; criticize in private
After all, we’ve pledged to conduct our lives by the Scout Law: friendly, kind, trustworthy
Matching Leadership Style to Needs
By listening you’ll be able to provide the piece that’s missing:
We think about approaching leadership decisions this way
Directing
Coaching—Teaching
Supporting
Delegating
See SPLH p 86+,
Video 4: Leadership Styles
Possible questions:
When, which?
Always progressing forward? No
Directing in an emergency. Try a question first?
Telling, not yelling.
Coaching when willing but unable to do
Demonstrate, explain; ask Questions, practice
Supporting/Persuade when you’re sure of competence but support needed
Able but unwilling
Delegate when all that’s needed is for you to get out of the way
Have skills, confidence, judgement
What Scouting Can Provide a Boy
chapter 11 quote, p 126 box on left
Be willing to seek out the good in young people
Listen to them
Pick an appropriate style of leadership
Support youth with positive reinforcement
PLC
The vehicle to ensure that the troop is boy-run and uses the patrol method
Boy leaders plan upcoming programs and assess current programs
PLs represent the ideas and concerns of their guys
The SPL conducts the meeting under the guidance and support of SM
Some decisions may need final approval by SM and/or Troop Committee
Planning
Long range and short range planning are critical to success
It speaks to all the Aims of Scouting
It involves almost all the Methods of Scouting
Commitment
Active participation of the boys:
demonstrates respect and trust
yields “buy in”
Video 5: PLC
How were the PLs prepared?
How was the SPL prepared?
What is the role of the SPL?
What is the role of the SM?
How do these two relate to eachother?
What expectations does the SM have?
Ending question: Will every scouting event—even well prepared—be a success?
Video 6: Activity Review
see the same questions above
note that SM is supportive, coaching
blame? The only real mistake would be to not learn from mistakes.
examine the situation, figure out what went wrong, seek future solutions
Dealing with adversity is an important aspect of leadership training
These are potent learning opportunities.
Summary of Session One
The role of the SM: Set high expectations. Be, know and do certain things
SMs listen to provide any missing pieces—using the appropriate leadership style
Troops are organized by Patrols with the PLC as the engine the powers the Troop.
Troop meetings should be well planned to be: fun, fast-paced, productive, meaningful
Know this
Assignment: How will you apply this in your troop?
Be confident that you can do this
Abundant resources already exist
Everything is explained in detail in The Scoutmaster Handbook
You are part of a supportive team
Session Two: Introduction
Built on Aims and Methods
Now That You’re Fired Up?
How do you light fires under the Outdoor Program?
How do you add sizzle to Patrol Activities?
How do boys get “hot” to advance?
and how do we have “cool” reflections
Reflections
Please share your reactions to the Scoutmaster Specific Leadership Training
Lead a discussion (without warning them)
Then reveal that they’ve just been thru a form of reflection
Tips
Don’t dominate, ask nondirective questions
What did you think about this activity?
What did you like best? Least?
What did you learn?
How would you do this differently next time?
Be positive
No put downs
Encourage the group to determine the value of the experience
Focusing first on the positive
Generalize – make the connection between what we did here and regular troop experiences.
Steer toward setting goals – both positive and how to improve things
Opportunities for reflections
Formal
SM conference
Board of Review
Scoutmaster minute
Informal
At the end of an just about every event
When a problem or disagreement arises
Any spontaneous “learning opportunity”
Why do a reflection?
To instill the values of scouting
Have they been trustworthy? Served others?
Because you and they need practice—both at participating and leading
Advancement
In scouting “advancement” and “learning” should be interchangeable
How do scouts learn?
Consider the group activity
Participants may have learned a new skill
May have helped others master the skill
Enjoyed the use of the skill
Recognized for their accomplishment
What are the most effective ways to learn scout skills?
Four Steps to Advancement
A Scout Learns
A Scout is Tested
A Scout is Reviewed
A Scout is Recognized
A Scout Learns
Consider this first step by watching a patrol leader teach a skill
Video 7
Discussion points
“What happened?”
PL demonstrates
PL asks scout to do (interact)
PL asks scout to show another (reinforce)
Those with difficulties were helped
Refer to resources
Someone checked the result – when the scout is ready to be tested
“Who can teach scout skills?”
A Scout is Tested
To complete a requirement, a scout must demonstrate to a Scout leader that he has fully mastered the skill at the level expected
“Who tests?”
A Scout is Reviewed
After completing all of the requirements, progressed is reviewed in two stages:
SM conference
Board of Review
A Scout is Recognized
Session Three: Introduction
Skills and Resources to improve efficiency, to deliver the Promise, to implement the 8 Methods
Program Planning
Questions
Does your troop do an annual plan? every six months?
Who is involved? Who approves?
How do you decide on the mix of known-same vs risky-different?
Do you cancel events?
The time frames of planning
Annual long-range planning
Monthly medium-range planning
Weekly short-term planning-after meeting review, before meeting preps
Five Steps of Annual Troop Program Planning
see SMH chapter 8
Do your homework
Get patrol input
Hold a planning conference
Consult the troop committee
Announce the plan
Do your homework
Get dates for events that could impact troop activities
school, community, church, family
council or district events
Begin listing priorities
Summer camp
outdoor activities once a month (need 10 days and nights)
community service
conservation projects
fund raising
Contact Stake Holders
SPL – share your thoughts, ask for ideas
Key adults critical to events
Make a general outline
Get patrol input
Bottom line: the program should be driven by what the boys want to do not by what adults prefer
What program features do the boys want to do?
Options include:
SPL shares outline with PLC
PLs share outline with members
SPL makes a ballot for voting
SPL and SM make an agenda for the planning conference
Patrol Assignment
February
Program Feature
Ideas for 4 weeks of programs
Outdoor camping location
Super-activity
where? when? who could go? resources needed? cost?
Hold a planning conference
see pages 125-
Conduct a team-building activity
Review methods and objectives; establish agenda
Develop troop goals
Consider major calendar events
Consider monthly program features
discuss
vote
write it down
Decide on long-term camp, super-activities
Schedule
Boards of review
Court(s) of Honor
Recruitment, webelos graduation
conservation, service, fund-raising projects
JLT
Consult the troop committee
SPL and SM present the proposed plan, ask for Committee support